Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Language Arts/English Curriculum
Standard 1 Essential: The student will begin to demonstrate growth in the use of oral language.
Benchmark 1.a Essential: The student will begin to listen to literature in a variety of forms including stories and poems.
Indicator 1.a.1 Essential: Show interest in texts read aloud
A. Social-Communicative Interactions
and begin to ask and answer questions for further
A1 Uses words, phrases, or sentences to inform,
understanding.
direct, ask questions, and express anticipation,
imagination, affect, and emotions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.3 Uses words, phrases, or sentences to label own
or others’ affect/emotions
A1.4 Uses words, phrases, or sentences to describe
past events
SocialA1.5 Uses words, phrases, or sentences to make
3–6
Communication
commands to and requests of others
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
B. Production of Words, Phrases, and Sentences
B3 Asks questions
B3.1 Asks yes/no questions
B3.2 Asks questions with inverted auxiliary
B3.3 Asks “when” questions
B3.4 Asks “why,” “who,” and “how” questions
B3.5 Asks “what” and “where” questions
B3.6 Asks questions using rising inflections
Benchmark 1.b Essential: The student will begin to participate in a variety of oral language activities.
Indicator 1.b.1 Essential: Participate in recitation of nursery
B. Participation
rhymes, fingerplays, short poems, chants, and songs.
3–6
Social
B1 Initiates and completes age-appropriate
activities
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
F. Play
Cognitive
F2.1 Maintains participation
Benchmark 1.c Essential: The student will share some thoughts for group language experience narratives.
Indicator 1.c.1 Essential: Contribute some thoughts for a
B. Participation
group language experience narrative (e.g., a class story
B2 Watches, listens, and participates during small
about a field trip).
3–6
Social
group activities
B3 Watches, listens, and participates during large
group activities
Benchmark 1.d Essential: The student will begin to engage in creative dramatics.
Indicator 1.d.1 Essential: Begin to engage in creative
E. Problem Solving
dramatics through the use of classroom songs, fingerplays,
3–6
Cognitive
E1.2 Identifies means to goal
chants, music, and stories.
Indicator 1.d.2 Essential: Engage in retelling and acting out
F. Play
3–6
Cognitive
familiar stories with the use of props and puppets.
F1 Engages in cooperative, imaginary play
Benchmark 1.e Essential: The student will use simple sentences to express thoughts and ask questions.
Indicator 1.e.1 Essential: Use simple sentences to express
A. Social-Communicative Interactions
thoughts and ask questions.
SocialA1 Uses words, phrases, or sentences to inform,
3–6
Communication
direct, ask questions, and express anticipation,
imagination, affect, and emotions
Standard 2 Essential: The student will begin to understand and use new words.
Benchmark 2.a Essential: The student will develop listening and speaking vocabularies.
Indicator 2.a.1 Essential: Listen with increasing attention to
B. Production of Words, Phrases, and Sentences
spoken language, conversations, and stories read aloud;
B1 Uses verbs
and use an increasing complex and varied spoken
SocialB2 Uses noun inflections
3–6
vocabulary.
Communication
B3 Asks questions
B4 Uses pronouns
B5 Uses descriptive words
Benchmark 2.b Essential: The student will begin to use number words during daily activities (conversations, small and large group activities, and
play).
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 2.b.1 Essential: Begin to use number words during
daily activities (conversations, small and large group
activities, and play).
G. Premath
G1 Counts at least 20 objects
G1.1 Counts at least 10 objects
G1.2 Counts three objects
3–6
Cognitive
G2 Demonstrates understanding of printed
numerals
G2.1 Labels printed numerals up to 10
G2.2 Recognizes printed numerals
Benchmark 2.c Essential: The student will explore words to describe/name people, places, and things.
Indicator 2.c.1 Essential: Explore words to describe/name
A. Social-Communicative Interactions
people, places, and things.
SocialA1.2 Uses words, phrases, or sentences to describe
3–6
Communication
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Benchmark 2.d Essential: The student will begin to use words to describe or name location, size, shape, or color.
Indicator 2.d.1 Essential: Begin to use words to describe or
A. Concepts
name size, shape, or color.
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
Cognitive
colors
A1.2 Demonstrates understanding of five different
3–6
shapes
A1.3 Demonstrates understanding of six different size
concepts
SocialA. Social-Communicative Interactions
Communication
A1.7 Uses words, phrases, or sentences to inform
Indicator 2.d.2 Essential: Begin to use words to show
A. Concepts
direction and location (e.g., on, off, in, out, over, and
Cognitive
A3.1 Demonstrates understanding of 12 different
under).
spatial relations concepts
3–6
SocialA. Social-Communicative Interactions
Communication
A1.7 Uses words, phrases, or sentences to inform
Benchmark 2.e Essential: The student will begin to use words to name or describe some actions.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 2.e.1 Essential: Begin to use a variety of words to
name or describe the actions of characters in stories and of
peers/adults in class activities.
A. Social-Communicative Interactions
A1.2 Uses words, phrases, or sentences to describe
Socialpretend objects, events, or people
3–6
Communication
A1.4 Uses words, phrases, or sentences to describe
past events
A1.7 Uses words, phrases, or sentences to inform
Benchmark 2.f Essential: The student will begin to ask the meaning of words not understood.
Indicator 2.f.1 Essential: Begin to ask the meaning of words
A. Social-Communicative Interactions
(e.g., The student asks, “What is a chrysalis?”).
A2.3 Asks questions for clarification
Social3–6
Communication
B. Production of Words, Phrases, and Sentences
B3 Asks questions
Benchmark 2.g Essential: The student will begin to use vocabulary from other content areas.
Indicator 2.g.1 Essential: Begin to use vocabulary from
A. Social-Communicative Interactions
other content areas.
A1 Uses words, phrases, or sentences to inform,
direct, ask questions, and express anticipation,
imagination, affect, and emotions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
Social3–6
A1.3 Uses words, phrases, or sentences to label own
Communication
or others’ affect/emotions
A1.4 Uses words, phrases, or sentences to describe
past events
A1.5 Uses words, phrases, or sentences to make
commands to and requests of others
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
Standard 3 Essential: The student will begin to develop and use oral language skills.
Benchmark 3.a Essential: The student will use language to express ideas and needs.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 3.a.1 Essential: Use language to express ideas and
needs.
3–6
SocialCommunication
AEPS Strand, Goal, Objective
A. Social-Communicative Interactions
A1 Uses words, phrases, or sentences to inform,
direct, ask questions, and express anticipation,
imagination, affect, and emotions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.3 Uses words, phrases, or sentences to label own
or others’ affect/emotions
A1.4 Uses words, phrases, or sentences to describe
past events
A1.5 Uses words, phrases, or sentences to make
commands to and requests of others
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
Benchmark 3.b Essential: The student will begin to follow rules for conversations.
Indicator 3.b.1 Essential: Begin to learn to wait for his/her
A. Interactions with Others
Social
turn to speak.
A1.3 Takes turns with others
3–6
SocialA. Social-Communicative Interactions
Communication A2.1 Alternates between speaker/listener role
Benchmark 3.c Essential: The student will begin to listen and speak in informal conversations with peers and adults.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 3.c.1 Essential: Begin to share ideas and listen to
ideas of others in a variety of classroom settings with peers
and adults.
A. Social-Communicative Interactions
A1 Uses words, phrases, or sentences to inform,
direct, ask questions, and express anticipation,
imagination, affect, and emotions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.3 Uses words, phrases, or sentences to label own
or others’ affect/emotions
A1.4 Uses words, phrases, or sentences to describe
Socialpast events
3–6
Communication
A1.5 Uses words, phrases, or sentences to make
commands to and requests of others
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
A2 Uses conversational rules
A2.1 Alternates between speaker/listener role
A2.2 Responds to topic changes initiated by others
A2.3 Asks questions for clarification
A2.4 Responds to contingent questions
A2.5 Initiates context-relevant topics
A2.6 Responds to others’ topic initiations
Benchmark 3.d Essential: The student will follow simple, one-step oral directions.
Indicator 3.d.1 Essential: Follow simple, one-step oral
C. Sequencing
directions.
C1 Follows directions of three or more related steps
3–6
Cognitive
that are not routinely given
C1.1 Follows directions of three or more related steps
that are routinely given
Benchmark 3.e Essential: The student will begin to ask questions.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 3.e.1 Essential: Begin to ask questions.
Level
AEPS Area
AEPS Strand, Goal, Objective
A. Social-Communicative Interactions
A2.3 Asks questions for clarification
B. Production of Words, Phrases, and Sentences
B3 Asks questions
Social3–6
B3.1 Asks yes/no questions
Communication
B3.2 Asks questions with inverted auxiliary
B3.3 Asks “when” questions
B3.4 Asks “why,” “who,” and “how” questions
B3.5 Asks “what” and “where” questions
B3.6 Asks questions using rising inflections
Standard 4 Essential: The student will begin to develop phonological awareness skills.
Benchmark 4.a Essential: The student will demonstrate an awareness that language is broken into syllables and words.
Indicator 4.a.1 Essential: Demonstrate an awareness that
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
language can be broken into individual words.
H1.2 Segments sentences and words
Indicator 4.a.2 Essential: Demonstrate an awareness that
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
language can be broken into individual syllables.
H1.3 Blends single sounds and syllables
Benchmark 4.b Essential: The student will begin to identify and produce some words that rhyme.
Indicator 4.b.1 Essential: Begin to recognize words that
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
rhyme.
H1.1 Uses rhyming skills
Indicator 4.b.2 Essential: Begin to generate simple rhymes.
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
H1.1 Uses rhyming skills
Indicator 4.b.3 Essential: Begin to supply an appropriate
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
rhyming word to complete a familiar nursery rhyme.
H1.1 Uses rhyming skills
Benchmark 4.c Essential: The student will show a growing awareness of beginning and/or ending sounds.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 4.c.1 Essential: Show increasing awareness of
sounds in spoken language.
3–6
Cognitive
Indicator 4.c.2 Essential: Begin to recognize similarities in
beginning sounds of words.
3–6
Cognitive
Indicator 4.c.3 Essential: Begin to show an awareness of
differences in beginning sounds of words.
3–6
Cognitive
Indicator 4.c.4 Essential: Begin to recognize similarities in
ending sounds of words.
3–6
Cognitive
Indicator 4.c.5 Essential: Begin to show an awareness of
differences in ending sounds of words.
3–6
Cognitive
3–6
Cognitive
Indicator 4.c.6 Essential: Begin to sort pictures of objects
whose names share the same beginning sound.
AEPS Strand, Goal, Objective
H. Phonological Awareness and Emergent Reading
H1 Demonstrates phonological awareness skills
H1.1 Uses rhyming skills
H1.2 Segments sentences and words
H1.3 Blends single sounds and syllables
H1.4 Identifies same and different sounds at the
beginning and end of words
H2 Uses letter–sound associations to sound out and
write words
H2.1 Writes words using letter sounds
H2.2 Sounds out words
H. Phonological Awareness and Emergent Reading
H1.4 Identifies same and different sounds at the
beginning and end of words
H. Phonological Awareness and Emergent Reading
H1.4 Identifies same and different sounds at the
beginning and end of words
H. Phonological Awareness and Emergent Reading
H1.4 Identifies same and different sounds at the
beginning and end of words
H. Phonological Awareness and Emergent Reading
H1.4 Identifies same and different sounds at the
beginning and end of words
B. Categorizing
B1.1 Groups objects, people, or events on the basis of
category
H. Phonological Awareness and Emergent Reading
H1.4 Identifies same and different sounds at the
beginning and end of words
Standard 5 Essential: The student will begin to understand how print is organized and read.
Benchmark 5.a Essential: The student will recognize how books are read.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 5.a.1 Essential: Recognize how printed materials
are held (right side up, front to back).
B. Participation
B2.1 Interacts appropriately with materials during
3–6
Social
small group activities
B3.1 Interacts appropriately with materials during
large group activities
Indicator 5.a.2 Essential: Begin to turn pages one at a time
B. Participation
from the front to the back of the book.
B2.1 Interacts appropriately with materials during
3–6
Social
small group activities
B3.1 Interacts appropriately with materials during
large group activities
Benchmark 5.b Essential: The student will recognize basic characteristics of books.
Indicator 5.b.1 Essential: Recognize the front and back of
B. Categorizing
the book.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Indicator 5.b.2 Essential: Identify the location of the title of
B. Categorizing
3–6
Cognitive
a book.
B1.2 Groups objects on the basis of function
Benchmark 5.c Essential: The student will begin to identify the part of the book that “tells the story” (print as opposed to pictures).
Indicator 5.c.1 Essential: Begin to identify the part of the
B. Categorizing
3–6
Cognitive
book that “tells the story” (print as opposed to pictures).
B1.2 Groups objects on the basis of function
Indicator 5.c.2 Essential: Recognize a word as a unit of print
H. Phonological Awareness and Emergent Reading
and understand that letters are grouped to form words.
H1.2 Segments sentences and words
3–6
Cognitive
H1.3 Blends single sounds and syllables
H3 Reads words by sight
Benchmark 5.d Essential: The student will begin to demonstrate directionality of reading left to right on a page.
Indicator 5.d.1 Essential: Understand conventions, such as
A. Concepts
print moves from left to right and top to bottom on a page.
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different spatial
relations concepts
Benchmark 5.e Essential: The student will explore matching voice with print (concept of word).
Indicator 5.e.1 Essential: Explore matching voice with print
H. Phonological Awareness and Emergent Reading
(concept of word).
H2 Uses letter–sound associations to sound out and
write words
3–6
Cognitive
H2.1 Writes words using letter sounds
H2.2 Sounds out words
H2.3 Produces correct sounds for letters
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Standard 6 Essential: The student will demonstrate an understanding that print conveys meaning.
Benchmark 6.a Essential: The student will demonstrate an awareness of common signs and logos.
Indicator 6.a.1 Essential: Demonstrate an awareness of
G. Premath
common signs and logos.
G2.2 Recognizes printed numerals
3–6
Cognitive
H. Phonological Awareness and Emergent Reading
H3 Reads words by sight
Benchmark 6.b Essential: The student will understand that print conveys meaning.
Indicator 6.b.1 Essential: Understand that print conveys
G. Premath
meaning.
G2.2 Recognizes printed numerals
3–6
Cognitive
H. Phonological Awareness and Emergent Reading
H2 Uses letter–sound associations to sound out and
write words
H3 Reads words by sight
Benchmark 6.c Essential: The student will tell about his/her own drawing and writing.
Indicator 6.c.1 Essential: Tell about his/her drawing and
A. Social-Communicative Interactions
writing.
SocialA1.2 Uses words, phrases, or sentences to describe
3–6
Communication
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Benchmark 6.d Essential: The student will recognize his/her own first name.
Indicator 6.d.1 Essential: Recognize his/her first name.
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
H3 Reads words by sight
Standard 7 Essential: The student will begin to develop an understanding of basic phonetic principles.
Benchmark 7.a Essential: The student will identify and name some letters of the alphabet.
Indicator 7.a.1 Essential: Identify at least 12 uppercase
H. Phonological Awareness and Emergent Reading
letters correctly by name in random order and nine
3–6
Cognitive
H3.1 Identifies letter names
lowercase letters correctly by name in random order.
Benchmark 7.b Essential: The student will begin to match consonant sounds to appropriate letters.
Indicator 7.b.1 Essential: Provide the most common sound
H. Phonological Awareness and Emergent Reading
for at least four letters.
3–6
Cognitive
H2.3 Produces correct sounds for letters
H3.1 Identifies letter names
Indicator 7.b.2 Essential: Begin to name the letter that
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
represents a sound.
H2.3 Produces correct sounds for letters
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Benchmark 7.c Essential: The student will begin to understand the association between spoken and written words.
Indicator 7.c.1 Essential: Begin to understand the
H. Phonological Awareness and Emergent Reading
association between spoken and written words.
3–6
Cognitive
H2 Uses letter–sound associations to sound out and
write words
Benchmark 7.d Essential: The student will identify the beginning consonant sound when shown a picture of a single-syllable word.
Indicator 7.d.1 Essential: Identify the beginning consonant
H. Phonological Awareness and Emergent Reading
3–6
Cognitive
sound when shown a picture of a single-syllable word.
H2.3 Produces correct sounds for letters
Standard 8 Essential: The student will use increasingly complex and varied oral vocabulary.
Benchmark 8.a Essential: The student will participate in group activities that develop new vocabulary.
Indicator 8.a.1 Essential: Participate in group activities that
B. Participation
develop new vocabulary.
B2 Watches, listens, and participates during small
3–6
Social
group activities
B3 Watches, listens, and participates during large
group activities
Benchmark 8.b Essential: The student will begin to develop vocabulary by listening to a variety of texts.
Indicator 8.b.1 Essential: Begin to develop vocabulary by
B. Production of Words, Phrases, and Sentences
listening to a variety of texts.
B1 Uses verbs
SocialB2 Uses noun inflections
3–6
Communication
B3 Asks questions
B4 Uses pronouns
B5 Uses descriptive words
Standard 9 Essential: The student will begin to demonstrate an understanding of fictional texts.
Benchmark 9.a Essential: The student will show an awareness of what an author does and what an illustrator does.
Indicator 9.a.1 Essential: Show an awareness of what an
B. Categorizing
author does and what an illustrator does.
3–6
Cognitive
B1.1 Groups objects, people, or events on the basis of
category
Benchmark 9.b Essential: The student will begin to relate previous experiences to what is read.
Indicator 9.b.1 Essential: Make some connections from
A. Social-Communicative Interactions
their own experiences to what is read.
SocialA1.4 Uses words, phrases, or sentences to describe
3–6
Communication
past events
A1.7 Uses words, phrases, or sentences to inform
Benchmark 9.c Essential: The student will begin to make predictions from pictures.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
Indicator 9.c.1 Essential: Begin to make predictions from
pictures.
AEPS Area
Cognitive
3–6
AEPS Strand, Goal, Objective
E. Problem Solving
E2.2 Makes prediction about future or hypothetical
events
A. Social-Communicative Interactions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
Benchmark 9.d Essential: The student will begin to answer questions about what is read.
Indicator 9.d.1 Essential: Begin to answer questions about
SocialA. Social-Communicative Interactions
3–6
what is read.
Communication
A2.4 Responds to contingent questions
Benchmark 9.e Essential: The student will begin to use some story language in discussions and retellings.
Indicator 9.e.1 Essential: Begin to use some vocabulary
A. Social-Communicative Interactions
from a story in discussions and retellings (e.g., Clifford is a
A1.2 Uses words, phrases, or sentences to describe
big, red dog.).
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
SocialCommunication
3–6
SocialCommunication
B. Production of Words, Phrases, and Sentences
B1 Uses verbs
B2 Uses noun inflections
B3 Asks questions
B4 Uses pronouns
B5 Uses descriptive words
Indicator 9.e.2 Essential: Demonstrate an interest in various
H. Phonological Awareness and Emergent Reading
types of fictional texts (e.g., storybooks, poems).
H2 Uses letter–sound associations to sound out and
Cognitive
write words
H3 Reads words by sight
3–6
D. Knowledge of Self and Others
SocialD1 Communicates personal likes and dislikes
Communication
D1.1 Initiates preferred activities
D1.2 Selects activities and/or objects
Benchmark 9.f Essential: The student will begin to retell familiar stories.
Indicator 9.f.1 Essential: Begin to retell familiar stories.
C. Sequencing
3–6
Cognitive
C3.1 Completes sequence of familiar story or event
Benchmark 9.g Essential: The student will identify characters and name some events.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 9.g.1 Essential: Answer questions in response to
stories.
Indicator 9.g.2 Essential: Identify characters in a story.
Level
AEPS Area
AEPS Strand, Goal, Objective
3–6
SocialCommunication
3–6
Cognitive
3–6
Cognitive
A. Social-Communicative Interactions
A2.4 Responds to contingent questions
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
Indicator 9.g.3 Essential: Identify some events in a story.
C. Sequencing
C3.1 Completes sequence of familiar story or event
Standard 10 Essential: The student will demonstrate an understanding of nonfiction texts.
Benchmark 10.a Essential: The student will begin to identify the topic of a nonfiction text from pictures.
Indicator 10.a.1 Essential: Begin to identify the topic of a
B. Categorizing
nonfiction text from pictures.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Indicator 10.a.2 Essential: Attempt to relate pictures and
B. Categorizing
illustrations to the text.
B1 Groups objects, people, or events on the basis of
specified criteria
3–6
Cognitive
E. Problem Solving
E2 Makes statements and appropriately answers
questions that require reasoning about objects,
situations, or people
Indicator 10.a.3 Essential: Begin to link knowledge from
E. Problem Solving
own experiences to make sense and talk about a text.
E2 Makes statements and appropriately answers
Cognitive
questions that require reasoning about objects,
situations, or people
3–6
A. Social-Communicative Interactions
SocialA1.4 Uses words, phrases, or sentences to describe
Communication
past events
Standard 11 Essential: The student will use a variety of materials to make letters.
Benchmark 11.a Essential: The student will use a variety of materials to make letters.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 11.a.1 Essential: Use a variety of materials to
make uppercase, lowercase, or a combination of letters
(e.g., clay, playdough, and writing materials).
AEPS Strand, Goal, Objective
A. Bilateral Motor Coordination
A1 Uses two hands to manipulate objects, each
hand performing different movements
A1.1 Holds object with one hand while the other hand
manipulates
B. Emergent Writing
B1 Writes using three-finger grasp
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
B3 Prints first name
B3.1 Prints three letters
B3.3 Copies three letters
Indicator 11.a.2 Essential: Explore writing tools and
B. Emergent Writing
materials (e.g., pencils, markers, chalk, paintbrushes, and
B1 Writes using three-finger grasp
water pens for a sign-in sheet).
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
B2.1 Draws using representational figures
3–6
Fine Motor
B2.2 Copies complex shapes
B2.3 Copies simple shapes
B3 Prints first name
B3.1 Prints three letters
B3.2 Copies first name
B3.3 Copies three letters
Benchmark 11.b Essential: The student will print his/her first name using uppercase, lowercase, or a combination of letters.
Indicator 11.b.1 Essential: Form letters of his/her first name
B. Emergent Writing
using uppercase, lowercase, or a combination of letters.
B3 Prints first name
3–6
Fine Motor
B3.1 Prints three letters
B3.2 Copies first name
Indicator 11.b.2 Essential: Write his/her first name using
B. Emergent Writing
uppercase, lowercase, or a combination of letters for a
3–6
Fine Motor
B3 Prints first name
variety of purposes.
B3.2 Copies first name
3–6
Fine Motor
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 11.b.3 Essential: Begin to independently write
letters or words.
Level
AEPS Area
AEPS Strand, Goal, Objective
B. Emergent Writing
B3 Prints first name
B3.1 Prints three letters
3–6
H. Phonological Awareness and Emergent Reading
H2 Uses letter–sound associations to sound out and
Cognitive
write words
H2.1 Writes words using letter sounds
Standard 12 Essential: The student will draw and attempt to write to communicate ideas.
Benchmark 12.a Essential: The student will begin to differentiate pictures from writing.
Indicator 12.a.1 Essential: Begin to distinguish print from
B. Categorizing
pictures.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 12.b Essential: The student will draw pictures and attempt to write to communicate about experiences.
Indicator 12.b.1 Essential: Draw or write daily for a variety
B. Emergent Writing
of purposes.
B1 Writes using three-finger grasp
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
B2.1 Draws using representational figures
3–6
Fine Motor
B2.2 Copies complex shapes
B2.3 Copies simple shapes
B3 Prints first name
B3.1 Prints three letters
B3.2 Copies first name
B3.3 Copies three letters
Indicator 12.b.2 Essential: Recognize that drawing and
writing are ways of communicating for a variety of
E. Problem Solving
3–6
Cognitive
purposes, such as giving information, sharing stories, or
E1.2 Identifies means to goal
giving an opinion.
Fine Motor
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 12.b.3 Essential: Use drawing, scribbling, shapes,
and letters to represent objects, stories, experiences, or
ideas.
B. Emergent Writing
B1 Writes using three-finger grasp
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
B2.1 Draws using representational figures
3–6
Fine Motor
B2.2 Copies complex shapes
B2.3 Copies simple shapes
B3 Prints first name
B3.1 Prints three letters
B3.2 Copies first name
B3.3 Copies three letters
Indicator 12.b.4 Essential: Share drawing and/or writing
A. Interaction with Others
3–6
Social
with others.
A2.3 Shares or exchanges objects
Standard 13 Essential: The student will begin to explore available technology for reading and writing.
Benchmark 13.a Essential: The student will begin to explore available technology for reading and writing.
Indicator 13.a.1 Essential: Begin to explore available
E. Problem Solving
3–6
Cognitive
technology for reading and writing.
E1.2 Identifies means to goal
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Mathematics Curriculum
Standard 1 Essential: The student, given objects, will begin to develop a sense of number and understanding of numerical relationships that gives them
the flexibility to deal with numbers in many different forms.
Benchmark 1.a Essential: The student, given objects, will begin to develop a sense of number and understanding of numerical relationships that gives
them the flexibility to deal with numbers in many different forms.
Indicator 1.a.1 Essential: Match each member of one set
with each member of another set using one-to-one
C. Sequencing
correspondence (e.g., placing one milk and one straw at
3–6
Cognitive
C2.1 Fits one ordered set of objects to another
each child’s place).
POS Correlation: HSF – Number Relationships & Operations
Indicator 1.a.2 Essential: Compare and describe two sets
A. Concepts
(groups) containing five or fewer objects, using the terms
3–6
Cognitive
A2.2 Demonstrates understanding of eight different
more/less, all/none, and the same.
quantitative concepts
Indicator 1.a.3 Essential: Find a match equal to a collection
C. Sequencing
of one to four items (e.g., two dots or numeral 2 to a
3–6
Cognitive
C2.1 Fits one ordered set of objects to another
collection of two objects).
Standard 2 Essential: The student, given a set containing five or fewer concrete objects, will
a) begin to demonstrate an understanding of conservation of matter, number, and quantity; and
b) recognize written numerals in a real-life context.
Benchmark 2.a Essential: The student, given a set containing five or fewer concrete objects, will begin to demonstrate an understanding of
conservation of matter, number and quantity (e.g., a pile of four toy cars and a line of four toy cars have the same number of objects even
though they take up different amounts of space).
Indicator 2.a.1 Essential: Count orally the number of objects
G. Premath
in a set containing five or fewer concrete objects using one3–6
Cognitive
G1.2 Counts three objects
to-one correspondence.
Indicator 2.a.2 Essential: Begin to understand that changing
A. Concepts
the spatial arrangement of a set of objects does not change
3–6
Cognitive
A2.2 Demonstrates understanding of eight different
the total amount of the set (conservation of number).
quantitative concepts
Benchmark 2.b Essential: The student will recognize written numerals and quantities one through five in a real-life context.
Indicator 2.b.1 Essential: Recognize written numerals and
G. Premath
quantities one through five in a real-life context.
G2 Demonstrates understanding of printed
3–6
Cognitive
POS Correlation: HSF – Number Relationships & Operations
numerals
G2.2 Recognizes printed numerals
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Benchmark 2.c Essential: The student, given a set containing five or fewer concrete objects, will select the corresponding numeral from a given set
of numerals.
Indicator 2.c.1 Essential: Given a set containing five or
G. Premath
fewer concrete objects, the student will associate
G2 Demonstrates understanding of printed
3–6
Cognitive
quantities and the names of numbers with written
numerals
numerals.
G2.2 Recognizes printed numerals
Standard 3 Essential: The student, given an ordered set of objects, will recognize position and directionality (e.g., first/last).
Benchmark 3.a Essential: The student, given an ordered set of objects, will recognize position and directionality (e.g., first/last).
Indicator 3.a.1 Essential: Recognize position and
A. Concepts
directionality (e.g., first/last).
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Standard 4 Essential: The student will participate in
a) rote counting opportunities to twenty (e.g., counting children present): and
b) understanding that numbers come “after” one another (up to five).
Benchmark 4.a Essential: The student will participate in rote counting opportunities to twenty (e.g., counting children present).
Indicator 4.a.1 Essential: Count forward from one to
G. Premath
3–6
Cognitive
twenty.
G1 Counts at least 20 objects
Benchmark 4.b Essential: The student will understand that numbers come “after” one another.
Indicator 4.b.1 Essential: Understand that numbers come
C. Sequencing
“after” one another.
C3 Retells event in sequence
G. Premath
G1 Follows directions of three or more related steps
that are not routinely given
G1.1 Follows directions of three or more related steps
that are routinely given
G1.2 Counts three objects
Standard 5 Essential: The student will model and develop an understanding of beginning operations and procedures for computations.
Benchmark 5.a Essential: The student will model and develop an understanding of beginning operations and procedures for computations.
Indicator 5.a.1 Essential: Model “adding to” using objects
A. Concepts
(e.g., when one ball and then another are put into the box,
3–6
Cognitive
A2.2 Demonstrates understanding of eight different
the child expects the box to contain two balls).
quantitative concepts
3–6
Cognitive
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 5.a.2 Essential: Model “taking away” using objects
A. Concepts
(e.g., when two balls are in a box and one is taken out, the
3–6
Cognitive
A2.2 Demonstrates understanding of eight different
child expects the box to contain one ball).
quantitative concepts
Standard 6 Essential: The student will recognize a penny.
Benchmark 6.a Essential: The student will recognize a penny.
Indicator 6.a.1 Essential: Recognize a penny.
G. Premath
3–6
Cognitive
G2.2 Recognizes printed numerals
Standard 7 Essential: The student will show an awareness of appropriate measurement tools (e.g., ruler, clock, calendar, and balance scale).
Benchmark 7.a Essential: The student will show an awareness of appropriate measurement tools (e.g., ruler, balance scale, clock, and calendar).
Indicator 7.a.1 Essential: Show an awareness of a ruler as a
B. Categorizing
3–6
Cognitive
measuring tool.
B1.2 Groups objects on the basis of function
Indicator 7.a.2 Essential: Show an awareness of a balance
B. Categorizing
3–6
Cognitive
scale as a measuring tool.
B1.2 Groups objects on the basis of function
Indicator 7.a.3 Essential: Show an awareness of a clock as a
B. Categorizing
3–6
Cognitive
measuring tool.
B1.2 Groups objects on the basis of function
Indicator 7.a.4 Essential: Show an awareness of a calendar
B. Categorizing
3–6
Cognitive
as a measuring tool.
B1.2 Groups objects on the basis of function
Standard 8 Essential: The student will demonstrate an awareness of time concepts and sequence.
Benchmark 8.a Essential: The student will demonstrate an awareness of time concepts and sequence.
Indicator 8.a.1 Essential: Demonstrate an awareness of
A. Concepts
time concepts and sequence (e.g., “After small group, we
A3.2 Demonstrates understanding of seven different
have work time.”).
temporal relations concepts
3–6
Cognitive
C. Sequencing
C3 Retells event in sequence
C3.1 Completes sequence of familiar story or event
Indicator 8.a.2 Essential: Compare the duration of two
A. Concepts
events (e.g., “Work time is longer than group time.”).
3–6
Cognitive
A3.2 Demonstrates understanding of seven different
temporal relations concepts
Standard 9 Essential: The student will begin to compare objects using attributes of length, height, weight, and temperature (e.g., longer/shorter,
taller/shorter, heavier/lighter, and hotter/colder).
Benchmark 9.a Essential: The student will begin to compare objects using attributes of length, height, weight, and temperature (e.g.,
longer/shorter, taller/shorter, heavier/lighter, and hotter/colder).
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 9.a.1 Essential: Compare lengths of two objects
(as longer/shorter) using direct comparison or nonstandard
units of measure (e.g., foot length, hand span, new pencil,
paper clip, block).
A. Concepts
Cognitive
A2.2 Demonstrates understanding of eight different
quantitative concepts
3–6
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.2 Uses adjectives to make comparisons
Indicator 9.a.2 Essential: Compare heights of two objects
A. Concepts
(as taller/shorter) using direct comparison or nonstandard
Cognitive
A2.2 Demonstrates understanding of eight different
units of measure (e.g., foot length, hand span, new pencil,
quantitative concepts
3–6
book, block).
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.2 Uses adjectives to make comparisons
Indicator 9.a.3 Essential: Compare weights of two objects
A. Concepts
(as heavier/lighter) using direct comparison or nonstandard
Cognitive
A2.2 Demonstrates understanding of eight different
units of measure (e.g., blocks, counters).
quantitative concepts
3–6
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.2 Uses adjectives to make comparisons
Indicator 9.a.4 Essential: Compare temperatures of two
A. Concepts
objects (as hotter/colder) using direct comparison.
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
3–6
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.2 Uses adjectives to make comparisons
Indicator 9.a.5 Essential: Order three objects by size (e.g.,
C. Sequencing
largest fire engine to smallest fire engine).
Cognitive
C2 Places objects in series according to length or
size
3–6
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.2 Uses adjectives to make comparisons
Standard 10 Essential: The student will
a) recognize plane geometric figures; and
b) match plane geometric figures as they solve problems involving shape, position, and orientation in space.
Benchmark 10.a Essential: The student will recognize geometric figures (circle, triangle, square, and rectangle) as they solve problems involving
shape, position, and orientation in space.
Indicator 10.a.1 Essential: Recognize squares, triangles,
A. Concepts
circles, and rectangles.
3–6
Cognitive
A1.2 Demonstrates understanding of five different
shapes
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Benchmark 10.b Essential: The student will match plane geometric figures (circle, triangle, square, and rectangle) as they solve problems involving
shape, position, and orientation in space.
Indicator 10.b.1 Essential: Match plane geometric figures
A. Concepts
(circle, triangle, square, and rectangle).
A1.2 Demonstrates understanding of five different
shapes
3–6
Cognitive
C. Sequencing
C2.1 Fits one ordered set of objects to another
Standard 11 Essential: The student will begin to describe the position of objects as they solve problems involving shape, position, and orientation in
space.
Benchmark 11.a Essential: The student will begin to describe the position of objects as they solve problems involving shape, position, and
orientation in space.
Indicator 11.a.1 Essential: Begin to describe the position of
A. Concepts
objects in relation to other objects and themselves using
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
the words: under/over, top/bottom, beside/next to, in
spatial relations concepts
front/behind, up/down, and inside/outside.
Standard 12 Essential: The student will participate in gathering data by counting.
Benchmark 12.a Essential: The student will participate in gathering data by counting.
Indicator 12.a.1 Essential: Participate in gathering data by
G. Premath
counting.
G1 Counts at least 20 objects
3–6
Cognitive
G1.1 Counts at least 10 objects
G1.2 Counts three objects
Standard 13 Essential: The student will participate in the process of collecting data in order to answer questions of interest.
Benchmark 13.a Essential: The student will participate in collecting data in order to answer questions of interest.
Indicator 13.a.1 Essential: Participate in creating real graphs
E. Problem Solving
that are of interest to children (e.g., After tasting apples,
Cognitive
E1.1 Suggests acceptable solutions to problems
students place favorite apples next to others of the same
E1.2 Identifies means to goal
color. The class counts each group together.)
B. Participation
3–6
B2 Watches, listens, and participates during small
Social
group activities
B3 Watches, listens, and participates during large
group activities
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 13.a.2 Essential: Participate in a discussion about
the data to ask and answer questions (e.g., child notices
which group has more, less, or the same amount of
children).
A. Concepts
Cognitive
A2 Demonstrates understanding of qualitative and
quantitative concepts
A. Social-Communicative Interactions
3–6
A1.6 Uses words, phrases, or sentences to obtain
Socialinformation
Communication
A1.7 Uses words, phrases, or sentences to inform
A2.3 Asks questions for clarification
A2.4 Responds to contingent questions
Standard 14 Essential: The student will sort objects according to attributes and show an awareness of attributes and properties of materials.
Benchmark 14.a Essential: The student will sort objects according to attributes and show an awareness of attributes and properties of materials.
Indicator 14.a.1 Essential: Sort a group of objects using one
B. Categorizing
attribute (e.g., color or shape).
B1 Groups objects, people, or events on the basis of
3–6
Cognitive
specified criteria
B1.3 Groups objects on the basis of physical attribute
Indicator 14.a.2 Essential: Show an awareness of attributes
B. Categorizing
and properties of materials (e.g., size, shape, and color).
B1 Groups objects, people, or events on the basis of
3–6
Cognitive
specified criteria
B1.3 Groups objects on the basis of physical attribute
Standard 15 Essential: The student will identify and explore simple patterns of concrete objects and use them to recognize relationships.
Benchmark 15.a Essential: The student will identify and explore simple patterns of concrete objects and use them to recognize relationships.
Indicator 15.a.1 Essential: Show an awareness of different
A. Concepts
patterns in their environment (e.g., tiles on the ceiling and
A1 Demonstrates understanding of color, shape,
lines on a sidewalk).
and size concepts
3–6
Cognitive
A2 Demonstrates understanding of qualitative and
quantitative concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Indicator 15.a.2 Essential: Recognize and copy simple
A. Concepts
patterns using a variety of objects.
A1 Demonstrates understanding of color, shape,
and size concepts
3–6
Cognitive
A2 Demonstrates understanding of qualitative and
quantitative concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 15.a.3 Essential: Begin to extend simple patterns
using a variety of objects.
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
3–6
Cognitive
A2 Demonstrates understanding of qualitative and
quantitative concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Indicator 15.a.4 Essential: Explore and create simple
A. Concepts
patterns using a variety of objects without verbally labeling
A1 Demonstrates understanding of color, shape,
what they have done.
and size concepts
3–6
Cognitive
A2 Demonstrates understanding of qualitative and
quantitative concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Standard 16 Essential: The student will develop problem solving skills to understand concepts.
Benchmark 16.a Essential: The student will develop problem solving skills to understand concepts.
Indicator 16.a.1 Essential: Recognize informal opportunities
E. Problem Solving
to problem solve (e.g., “How can I make my block tower
E1 Evaluates solutions to problems
3–6
Cognitive
stop falling?”).
E1.1 Suggests acceptable solutions to problems
E1.2 Identifies means to goal
Indicator 16.a.2 Essential: Tell a “math happening” story
E. Problem Solving
related to a familiar real life situation (e.g., “I have two
E2 Makes statements and appropriately answers
Cognitive
goldfish.” “I’m taller than Juan.”).
questions that require reasoning about objects,
situations, or people
3–6
A. Social-Communicative Interactions
A1.4 Uses words, phrases, or sentences to describe
Socialpast events
Communication
A1.6 Uses words, phrases, or sentences to obtain
information
Indicator 16.a.3 Essential: Attempt to solve a problem in
E. Problem Solving
more than one way.
E1 Evaluates solutions to problems
3–6
Cognitive
E1.1 Suggests acceptable solutions to problems
E1.2 Identifies means to goal
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Science Curriculum
Standard 1 Essential: The student will begin to demonstrate an understanding of scientific reasoning, logic, and the nature of science by participating
actively in inquiry based investigations (e.g., observing, predicting, understanding, and communicating).
Benchmark 1.a Essential: The student will investigate basic characteristics or properties of objects by direct observation.
Indicator 1.a.1 Essential: Observe and communicate specific
A. Concepts
characteristics of objects (e.g., color, size, or shape).
3–6
Cognitive
A1 Demonstrates understanding of color, shape,
and size concepts
Indicator 1.a.2 Essential: Lengthen time attending and
B. Participation
observing objects in the environment.
B1 Initiates and completes age-appropriate
3–6
Social
activities
B1.1 Responds to request to finish activity
B1.2 Responds to request to begin activity
Benchmark 1.b Essential: The student will begin to participate in investigations in which observations are made from multiple positions to achieve
different perspectives.
Indicator 1.b.1 Essential: Begin to observe an object or
A. Social-Communicative Interactions
objects from multiple positions to achieve different
A1.2 Uses words, phrases, or sentences to describe
perspectives and describe what is seen. In order to
pretend objects, events, or people
accomplish this, the student should look at the object from
A1.7 Uses words, phrases, or sentences to inform
Socialtop, bottom, front, and back.
Communication
E. Problem Solving
3–6
E2 Makes statements and appropriately answers
questions that require reasoning about objects,
situations, or people
A. Concepts
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Benchmark 1.c Essential: The student will begin to participate in investigations in which a set of objects is sequenced according to size.
Indicator 1.c.1 Essential: Begin to arrange a set of objects in
C. Sequencing
sequence according to size.
C2 Places objects in series according to length or
3–6
Cognitive
size
C2.1 Fits one ordered set of objects to another
Benchmark 1.d Essential: The student will begin to participate in investigations in which a set of objects is separated into two groups based on a single
physical characteristic.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 1.d.1 Essential: Begin to separate a set of objects
into two groups based on one physical characteristic (e.g.,
color, shape, size, or texture).
B. Categorizing
B1 Groups objects, people, or events on the basis of
3–6
Cognitive
specified criteria
B1.3 Groups objects on the basis of physical attribute
Benchmark 1.e Essential: The student will participate in investigations in which the length and mass of common objects are compared.
Indicator 1.e.1 Essential: Begin to compare the length of
A. Concepts
different objects (e.g., laying them down side by side).
A1.3 Demonstrates understanding of six different size
concepts
3–6
Cognitive
C. Sequencing
C2 Places objects in series according to length or
size
Indicator 1.e.2 Essential: Begin to compare the mass of
A. Concepts
different objects (e.g., holding and comparing two different
3–6
Cognitive
A2 Demonstrates understanding of qualitative and
objects).
quantitative concepts
Benchmark 1.f Essential: The student will participate in investigations to make observations and predictions for an unseen member in a sequence of
events.
Indicator 1.f.1 Essential: Begin to predict an unseen
E. Problem Solving
member in a sequence of objects to complete a pattern.
3–6
Cognitive
E2.2 Makes prediction about future or hypothetical
events
Benchmark 1.g Essential: The student will begin to participate in simple investigations, begin to ask questions, and begin to make predictions from
observations.
Indicator 1.g.1 Essential: Begin to develop a question from
E. Problem Solving
observations about the natural world.
E2 Makes statements and appropriately answers
Cognitive
questions that require reasoning about objects,
3–6
situations, or people
SocialCommunication
Indicator 1.g.2 Essential: Begin to make a prediction based
on observations.
Cognitive
3–6
SocialCommunication
A. Social-Communicative Interactions
A2.3 Asks questions for clarification
E. Problem Solving
E2.2 Makes prediction about future or hypothetical
events
A. Social-Communicative Interactions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Benchmark 1.h Essential: The student will begin to participate in investigations in which observations are recorded.
Indicator 1.h.1 Essential: Begin to record observations using
B. Emergent Writing
3–6
Fine Motor
pictures.
B2.1 Draws using representational figures
Benchmark 1.i Essential: The student will participate in investigations in which picture graphs are created.
Indicator 1.i.1 Essential: Begin to construct picture graphs
B. Participation
as a group activity.
B2.1 Interacts appropriately with materials during
3–6
Social
small group activities
B3.1 Interacts appropriately with materials during
large group activities
Benchmark 1.j Essential: The student will participate in investigations in which unusual or unexpected results in an activity are recognized.
Indicator 1.j.1 Essential: Begin to identify unusual or
B. Categorizing
unexpected results in an activity.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 1.k Essential: The student will participate in investigations in which objects are described both pictorially and verbally.
Indicator 1.k.1 Essential: Begin to describe objects both
B. Emergent Writing
Fine Motor
pictorially and verbally.
B2.1 Draws using representational figures
A. Social-Communicative Interactions
3–6
SocialA1.2 Uses words, phrases, or sentences to describe
Communication
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Indicator 1.k.2 Essential: Use resources (e.g., books and
E. Problem Solving
Cognitive
adults) to extend verbal observations.
E1.2 Identifies means to goal
3–6
SocialA. Interaction with Others
Communication
A2.3 Shares or exchanges objects
Standard 2 Essential: The student will investigate that humans have senses that allow them to seek, find, take in, and react or respond to information
in order to learn about their surroundings.
Benchmark 2.a Essential: The student will investigate the five senses and their corresponding sensing organ.
Indicator 2.a.1 Essential: Discuss the five senses: taste,
A. Concepts
touch, smell, hearing, and sight.
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Indicator 2.a.2 Essential: Begin to match each sensing organ
B. Categorizing
(eye, ear, nose, tongue, and skin) with its associated sense.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 2.b Essential: The student will begin to use the senses to gather information.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 2.b.1 Essential: Begin to use the senses to observe
objects in their environment (e.g., flowers smell good;
pretzels taste salty).
Indicator 2.b.2 Essential: Use senses to understand the
world around them (e.g., “I can hear the bird, but I can’t see
it”).
Level
AEPS Area
3–6
Cognitive
AEPS Strand, Goal, Objective
E. Problem Solving
E1.2 Identifies means to goal
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
3–6
Cognitive
E. Problem Solving
E2 Makes statements and appropriately answers
questions that require reasoning about objects,
situations, or people
Standard 3 Essential: The student will investigate that magnets have an effect on some materials and make some things move without touching them.
Benchmark 3.a Essential: The student will investigate that magnets have an effect on some materials.
Indicator 3.a.1 Essential: Sort objects as being able to stick
B. Categorizing
3–6
Cognitive
or not stick to a magnet.
B1.3 Groups objects on the basis of physical attribute
Indicator 3.a.2 Essential: Describe the effects magnets have
A. Social-Communicative Interactions
on other magnets; they stick together or push apart.
SocialA1.2 Uses words, phrases, or sentences to describe
3–6
Communication
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Standard 4 Essential: The student will investigate that the position, motion, and physical characteristics of an object can be described.
Benchmark 4.a Essential: The student will begin to investigate the color of objects.
Indicator 4.a.1 Essential: Begin to identify and use up to
A. Concepts
eight color words (including the six basic colors: red,
Cognitive
A 1.1Demonstrates understanding of eight different
orange, yellow, green, blue, and purple, as well as black,
colors
3–6
and white) to describe objects in the environment.
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.1 Uses adjectives
Indicator 4.a.2 Essential: Begin to identify and use color
A. Concepts
words to describe objects in the environment.
Cognitive
A1.1 Demonstrates understanding of eight different
colors
3–6
SocialB. Production of Words, Phrases, and Sentences
Communication
B5.1 Uses adjectives
Benchmark 4.b Essential: The student will investigate the shape and form of objects.
Indicator 4.b.1 Essential: Identify familiar shapes of objects
A. Concepts
within the environment (e.g., circle, triangle, square, and
3–6
Cognitive
A1.2 Demonstrates understanding of five different
rectangle).
shapes
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 4.b.2 Essential: Explore the shape and form of
A. Concepts
objects within the environment that are flexible, stiff,
3–6
Cognitive
A1.2 Demonstrates understanding of five different
straight and/or curved.
shapes
Benchmark 4.c Essential: The student will investigate the texture and feel of objects.
Indicator 4.c.1 Essential: Identify characteristics of objects
A. Concepts
including rough, smooth, hard, and/or soft.
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Benchmark 4.d Essential: The student will investigate the size and weight of objects.
Indicator 4.d.1 Essential: Begin to compare objects using
A. Concepts
concepts of heavy/light, long/short, wide/thin, big/little,
A1.3 Demonstrates understanding of six different size
and large/small.
3–6
Cognitive
concepts
A2.2 Demonstrates understanding of eight different
quantitative concepts
Benchmark 4.e Essential: The student will investigate the relative position and speed of objects.
Indicator 4.e.1 Essential: Begin to identify the position of an
A. Concepts
object using position words (over, under, in, out, above,
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
below, fast, and slow).
spatial relations concepts
Indicator 4.e.2 Essential: Begin to group objects according
A. Concepts
to their speed (e.g., fast or slow).
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Standard 5 Essential: The student will investigate that water has properties that can be observed.
Benchmark 5.a Essential: The student will investigate that water occurs in different phases.
Indicator 5.a.1 Essential: Explore examples of the different
A. Concepts
phases of water (solid, liquid, and gas)
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Benchmark 5.b Essential: The student will investigate the properties of water including that water flows downhill.
Indicator 5.b.1 Essential: Investigate the properties of water
A. Concepts
and begin to investigate the natural flow of water from a
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
higher to a lower level.
spatial relations concepts
Benchmark 5.c Essential: The student will investigate that some materials float in water, while others sink.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 5.c.1 Essential: Begin to predict whether items will
float or sink when placed in water. Items may include
wood, metal, paper, and plastics.
AEPS Strand, Goal, Objective
A. Concepts
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Cognitive
E. Problem Solving
E2.2 Makes prediction about future or hypothetical
events
A. Social-Communicative Interactions
SocialA1.1Uses words, phrases, or sentences to express
Communication
anticipated outcomes
Standard 6 Essential: The student will investigate that some things can be classified as alive.
Benchmark 6.a Essential: The student will investigate and identify things that are alive.
Indicator 6.a.1 Essential: Identify things that are alive.
B. Categorizing
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 6.b Essential: The student will investigate that things that are alive have certain characteristics.
Indicator 6.b.1 Essential: Investigate the basic
B. Categorizing
characteristics of things that are alive (e.g., growth,
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
movement, response to the environment, having offspring,
specified criteria
and the need for food, air, and water).
Standard 7 Essential: The student will investigate the basic needs and life processes of plants and animals.
Benchmark 7.a Essential: The student will investigate the basic needs and life processes of plant and animals.
Indicator 7.a.1 Essential: Investigate that animals need
B. Categorizing
food, air, water, and space to live and grow.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 7.b Essential: The student will investigate that plants need nutrients, water, air, light, and a place to grow to survive.
Indicator 7.b.1 Essential: Investigate that plants need
B. Categorizing
nutrients, water, air, light, and a place that has adequate
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
space for them to grow.
specified criteria
Benchmark 7.c Essential: The student will investigate that plants and animals change as they grow and have varied life cycles.
Indicator 7.c.1 Essential: Begin to predict what changes will
E. Problem Solving
occur to plants and animals if life needs are not met.
3–6
Cognitive
E2.2 Makes prediction about future or hypothetical
events
3–6
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
A. Social-Communicative Interactions
SocialA1.1Uses words, phrases, or sentences to express
Communication
anticipated outcomes
Indicator 7.c.2 Essential: Investigate some simple changes
A. Concepts
animals undergo during their life cycles. This may include
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
changes in their body size, color, covering, or shape.
qualitative concepts
Indicator 7.c.3 Essential: Investigate some simple changes
A. Concepts
that plants undergo during their life cycles. This may include
A2.1 Demonstrates understanding of 10 different
size, presence of leaves and branches, fruits, and seeds.
3–6
Cognitive
qualitative concepts
A2.2 Demonstrates understanding of eight different
quantitative concepts
Benchmark 7.d Essential: The student will investigate that offspring of plants and animals are similar but not identical to their parents or to one
another.
Indicator 7.d.1 Essential: Observe offspring and adult plants
A. Concepts
and animals.
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Standard 8 Essential: The student will investigate that shadows occur when light is blocked by an object.
Benchmark 8.a Essential: The student will investigate that shadows occur in nature when sunlight is blocked by an object.
Indicator 8.a.1 Essential: Recognize a shadow in nature.
B. Categorizing
3–6
Cognitive
B1.3 Groups objects on the basis of physical attribute
Indicator 8.a.2 Essential: Create a shadow in sunlight.
E. Problem Solving
3–6
Cognitive
E1.2 Identifies means to goal
Benchmark 8.b Essential: The student will investigate that shadows can be produced by blocking artificial light sources.
Indicator 8.b.1 Essential: Recognize a shadow in artificial
B. Categorizing
3–6
Cognitive
light.
B1.3 Groups objects on the basis of physical attribute
Indicator 8.b.2 Essential: Create a shadow in artificial light.
E. Problem Solving
3–6
Cognitive
E1.2 Identifies means to goal
Indicator 8.b.3 Essential: Observe that a shadow occurs
E. Problem Solving
3–6
Cognitive
when artificial light is blocked.
E2.1 Gives reason for inference
Standard 9 Essential: The student will investigate that there are simple repeating patterns in his/her daily life.
Benchmark 9.a Essential: The student will observe daily weather and routines.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 9.a.1 Essential: Participate in and describe home
and school routines.
3–6
Social
AEPS Strand, Goal, Objective
B. Participation
B1 Initiates and completes age-appropriate
activities
B2 Watches, listens, and participates during small
group activities
B3 Watches, listens, and participates during large
group activities
C. Interaction with Environment
C2 Follows context-specific rules outside home and
classroom
C2.2 Follows established rules at home and in
classroom
Indicator 9.a.2 Essential: Observe daily weather conditions
A. Concepts
(e.g., sunny, rainy, cloudy, snowy, windy, warm, hot, cool,
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
and cold).
qualitative concepts
Benchmark 9.b Essential: The student will investigate the shapes and forms of many common natural objects including seeds, cones, and leaves.
Indicator 9.b.1 Essential: Investigate simple patterns in
B. Categorizing
natural objects (e.g., veins in a leaf, spiral patterns in cones,
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
shapes, and colors of common seeds).
specified criteria
Benchmark 9.c Essential: The student will investigate animal and plant growth.
Indicator 9.c.1 Essential: Begin to recognize the order or
C. Sequencing
stages of animal and plant growth.
3–6
Cognitive
C3 Retells event in sequence
C3.1 Completes sequence of familiar story or event
Standard 10 Essential: The student will begin to investigate that change occurs over time and rates may be fast or slow.
Benchmark 10.a Essential: The student will investigate that natural and human-made things may change over time.
Indicator 10.a.1 Essential: Investigate some changes that
A. Concepts
people experience over time (e.g., height, weight, and color
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
of hair).
qualitative concepts
Benchmark 10.b Essential: The student will investigate that changes can be observed and measured.
Indicator 10.b.1 Essential: Investigate how things change
C. Sequencing
naturally. This includes seasonal changes, the growth in
3–6
Cognitive
C3 Retells event in sequence
seeds and common plants, the growth of common animals,
C3.1 Completes sequence of familiar story or event
and the weather.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Standard 11 Essential: The student will begin to investigate that materials can be reused, recycled, and conserved.
Benchmark 11.a Essential: The student will investigate that materials and objects can be used over and over again.
Indicator 11.a.1 Essential: Investigate objects that can be
B. Categorizing
recycled such as paper and plastic containers.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Indicator 11.a.2 Essential: Investigate materials that can be
B. Categorizing
reused.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 11.b Essential: The student will investigate that everyday materials can be recycled.
Indicator 11.b.1 Essential: Participate in sorting materials
B. Categorizing
that can be recycled and reused.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Indicator 11.b.2 Essential: Select the appropriately labeled
B. Categorizing
recycling bin to dispose of a given material.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Benchmark 11.c Essential: The student will investigate that conserving water and energy at home and in school helps take care of our resources (e.g.,
turning off the water after washing hands).
Indicator 11.c.1 Essential: Practice ways that water and
E. Problem Solving
3–6
Cognitive
energy can be conserved.
E1.2 Identifies means to goal
Indicator 11.c.2 Essential: Participate in discussions about
E. Problem Solving
what would happen if recycling and reusing were not
Cognitive
E2.2 Makes prediction about future or hypothetical
practiced.
events
3–6
A. Social-Communicative Interactions
SocialA1.1Uses words, phrases, or sentences to express
Communication
anticipated outcomes
Indicator 11.c.3 Essential: Investigate ways to take care of
E. Problem Solving
3–6
Cognitive
the environment at home and at school.
E1.2 Identifies means to goal
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Social Studies Curriculum
Standard 1 Essential: The student will begin to demonstrate growth in the use of oral language.
Benchmark 1.a Essential: The student will participate in patriotic activities to honor people and events.
Indicator 1.a.1 Essential: Participate in patriotic activities
B. Participation
through:
B2 Watches, listens, and participates during small
3–6
Social
group activities
B3 Watches, listens, and participates during large
group activities
Standard 2 Essential: The student will begin to describe everyday life in the present and in the past and show an awareness that things change over
time.
Benchmark 2.a Essential: The student will begin to describe everyday life in the present and in the past and show an awareness that things change
over time.
Indicator 2.a.1 Essential: Demonstrate an awareness of
changes in self, others, and the environment (e.g., child
A. Concepts
loses front tooth, changes in child since birth, “What will I
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
look like when I’m older?”, classmate moves, changes in
qualitative concepts
classroom arrangement, and schedule changes).
Indicator 2.a.2 Essential: Identify changes within the
A. Concepts
classroom.
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
qualitative concepts
Indicator 2.a.3 Essential: Begin to become aware of the past
C. Sequencing
Cognitive
through discussions focused on objects and events (e.g.,
C3 Retells event in sequence
eggbeater/electric mixer, or Grandma shares what she did
3–6
A. Social-Communicative Interactions
as a child).
SocialA1.4 Uses words, phrases, or sentences to describe
Communication
past events
Indicator 2.a.4 Essential: Collect, compare, and
E. Problem Solving
Cognitive
communicate information with assistance through
E1.2 Identifies means to goal
drawings/writings, charts, and technology (e.g., height
3–6
B. Emergent Writing
chart, changes in likes/dislikes of things learned throughout
Fine Motor
B1 Writes using three-finger grasp
the year, and seasonal changes).
B2 Prints pseudo-letters
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 2.a.5 Essential: Demonstrate an awareness about
events from the past using print and nonprint sources (e.g.,
E. Problem Solving
3–6
Cognitive
photographs, class scrapbooks, and fiction/nonfiction
E1.2 Identifies means to goal
books).
Benchmark 2.b Essential: The student will demonstrate basic knowledge of self and family as well as being members of a diverse community.
Indicator 2.b.1 Essential: Identify a change in self from birth
A. Concepts
to present (e.g., “I was a baby. Now, I’m big!”).
A2.1 Demonstrates understanding of 10 different
3–6
Cognitive
qualitative concepts
A3.2Demonstrates understanding of seven different
temporal relations concepts
Indicator 2.b.2 Essential: Identify a personal change or a
A. Concepts
change within the family (e.g., “Got a haircut.”, “Tori is
3–6
Cognitive
A2.1 Demonstrates understanding of 10 different
going to college.”).
qualitative concepts
Indicator 2.b.3 Essential: Identify self by first and last
D. Knowledge of Self and Others
names.
3–6
Social
D3.4 Names siblings and gives full name of self
D3.6 States name and age
Indicator 2.b.4 Essential: Identify family members (e.g., “I
D. Knowledge of Self and Others
3–6
Social
have a mommy and Tori. She’s my sister.”).
D3.4 Names siblings and gives full name of self
Indicator 2.b.5 Essential: Begin to show an awareness that
A. Concepts
there are similarities and differences among children and
Cognitive
A2.1 Demonstrates understanding of 10 different
their families.
qualitative concepts
3–6
D. Knowledge of Self and Others
Social
D3.4 Names siblings and gives full name of self
D3.5 States gender of self and others
Indicator 2.b.6 Essential: Begin to engage in discussions
D. Knowledge of Self and Others
about family traditions and celebrations (e.g., “What did
3–6
Social
D3 Relates identifying information about self and
you do for your birthday?”).
others
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
Indicator 2.b.7 Essential: Begin to show an awareness that
children have someone or several people who take care of
them.
AEPS Area
AEPS Strand, Goal, Objective
SocialCommunication
A. Social-Communicative Interactions
A1.1 Uses words, phrases, or sentences to express
anticipated outcomes
A1.4 Uses words, phrases, or sentences to describe
past events
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
Social
D. Knowledge of Self and Others
D3 Relates identifying information about self and
others
3–6
A. Social-Communicative Interactions
A1.6 Uses words, phrases, or sentences to obtain
information
A1.7 Uses words, phrases, or sentences to inform
Indicator 2.b.8 Essential: Begin to demonstrate an
A. Concepts
understanding that there are many similarities and
Cognitive
A2.1 Demonstrates understanding of 10 different
differences among children and families (e.g., different
qualitative concepts
3–6
holidays celebrated and types of bread eaten: bagels, pita,
D. Knowledge of Self and Others
fry bread, tortilla; different food, clothing, leisure-time
Social
D3 Relates identifying information about self and
activities, and types of housing).
others
Standard 3 Essential: The student will demonstrate an awareness of the relative location of people, places, and things by using positional words
(e.g., near/far, above/below, behind/in front of).
Benchmark 3.a Essential: The student will demonstrate an awareness of the location of people, places, and things by using positional words (e.g.,
near/far, behind/in front of, above/below).
Indicator 3.a.1 Essential: Demonstrate an awareness of the
A. Concepts
terms “near” and “far”.
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Indicator 3.a.2 Essential: Demonstrate an awareness of the
A. Concepts
terms “above” and “below”.
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Indicator 3.a.3 Essential: Demonstrate an awareness of the
A. Concepts
terms “behind” and “in front of”.
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
SocialCommunication
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 3.a.4 Essential: Participate in experiences that
A. Concepts
create body awareness in space (e.g., climbing in and out of
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
boxes or participating in circle games).
spatial relations concepts
Indicator 3.a.5 Essential: Participate in exploring the
A. Concepts
environment to develop concepts of space (e.g., climbing
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
playground equipment).
spatial relations concepts
Standard 4 Essential: The student will begin to use map skills to develop awareness of simple maps and simple map symbols and to locate land and
water.
Benchmark 4.a Essential: The student will explore map skills.
Indicator 4.a.1 Essential: Explore simple maps.
A. Concepts
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Benchmark 4.b Essential: The student will demonstrate an awareness that maps are pictures of places.
Indicator 4.b.1 Essential: Demonstrate an awareness that
F. Play
3–6
Cognitive
maps are pictures of places.
F1.3 Uses imaginary props
Indicator 4.b.2 Essential: Show an awareness that maps can
F. Play
show simple drawings of classrooms, playgrounds,
3–6
Cognitive
F1.3 Uses imaginary props
neighborhoods, rivers, and oceans.
Benchmark 4.c Essential: The student will explore different Earth surfaces on simple maps (e.g., land and water features).
Indicator 4.c.1 Essential: Explore different Earth surfaces on
A. Concepts
simple maps (e.g., land and water features).
A2.1 Demonstrates understanding of 10 different
qualitative concepts
3–6
Cognitive
F. Play
F1.3 Uses imaginary props
Standard 5 Essential: The student will begin to become aware of how weather, climate, and physical surroundings influence life.
Benchmark 5.a Essential: The student will begin to observe physical surroundings.
Indicator 5.a.1 Essential: Begin to show an awareness of
C. Interaction with Environment
physical surroundings (e.g., “We walk in the classroom. We
C2 Follows context-specific rules outside home and
run outside.”).
3–6
Social
classroom
C2.2 Follows established rules at home and in
classroom
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 5.a.2 Essential: Begin to show an awareness of the
effects of weather (e.g., “It’s raining. We can’t go to the
playground!”).
Indicator 5.a.3 Essential: Begin to show an awareness that
land, air, and water are natural resources.
Indicator 5.a.4 Essential: Respect and care for classroom
and community environments and materials.
Level
AEPS Area
3–6
Cognitive
AEPS Strand, Goal, Objective
E. Problem Solving
E2.1 Gives reason for inference
B. Categorizing
B1.2 Groups objects on the basis of function
C. Interaction with Environment
C2 Follows context-specific rules outside home and
3–6
Social
classroom
C2.2 Follows established rules at home and in
classroom
Indicator 5.a.5 Essential: Begin to demonstrate an
C. Interaction with Environment
understanding about conservation of materials (e.g., saving
C2 Follows context-specific rules outside home and
scrap paper, milk cartons, and other found materials for the
3–6
Social
classroom
art area).
C2.2 Follows established rules at home and in
classroom
Indicator 5.a.6 Essential: Begin to reuse/recycle materials
C. Interaction with Environment
(e.g., newspaper, paper scraps, lunch trays, and milk
C2 Follows context-specific rules outside home and
cartons).
3–6
Social
classroom
C2.2 Follows established rules at home and in
classroom
Standard 6 Essential: The student will begin to demonstrate an understanding of perspective and scale when relating to place.
Benchmark 6.a Essential: The student will begin to demonstrate an understanding of perspective when relating to place.
Indicator 6.a.1 Essential: Show an awareness of perspective
A. Concepts
from “a bird’s eye view” (e.g., viewing an item from the top
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
of the playground equipment).
spatial relations concepts
Indicator 6.a.2 Essential: Begin to use direction words (e.g.,
A. Concepts
near, far, above, below).
3–6
Cognitive
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Benchmark 6.b Essential: The student will develop awareness that maps show things in smaller size.
Indicator 6.b.1 Essential: Begin to demonstrate an
A. Concepts
understanding of scale (e.g., a photograph is a
3–6
Cognitive
A2.2 Demonstrates understanding of eight different
representation of a child, only it’s smaller).
quantitative concepts
Benchmark 6.c Essential: The student will develop awareness that maps show the position of objects.
3–6
Cognitive
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 6.c.1 Essential: Begin to demonstrate an
understanding that a map represents a place (e.g., student
F. Play
3–6
Cognitive
creates a zoo in block area, a layout of the classroom, or
F1.3 Uses imaginary props
playground from blocks).
Standard 7 Essential: The student will demonstrate an understanding of different types of work people do.
Benchmark 7.a Essential: The student will demonstrate an understanding of different types of work people do.
Indicator 7.a.1 Essential: Demonstrate through dramatic
F. Play
play an awareness that workers use various tools in
3–6
Cognitive
F1 Engages in cooperative, imaginary play
different work settings.
Indicator 7.a.2 Essential: Demonstrate through dramatic
F. Play
play an awareness that doctors are people who take care of
3–6
Cognitive
F1 Engages in cooperative, imaginary play
people when they are sick.
Indicator 7.a.3 Essential: Demonstrate through dramatic
F. Play
play an awareness that builders are people who build
3–6
Cognitive
F1 Engages in cooperative, imaginary play
houses and other buildings.
Indicator 7.a.4 Essential: Demonstrate through dramatic
F. Play
play an awareness that teachers are people who help
3–6
Cognitive
F1 Engages in cooperative, imaginary play
students learn.
Indicator 7.a.5 Essential: Demonstrate through dramatic
F. Play
play an awareness that cooks are people who prepare
3–6
Cognitive
F1 Engages in cooperative, imaginary play
meals.
Indicator 7.a.6 Essential: Demonstrate through dramatic
F. Play
play an awareness that farmers are people who grow crops
3–6
Cognitive
F1 Engages in cooperative, imaginary play
and raise animals.
Indicator 7.a.7 Essential: Demonstrate through dramatic
F. Play
play an awareness that firefighters are people who put out
3–6
Cognitive
F1 Engages in cooperative, imaginary play
fires.
Indicator 7.a.8 Essential: Demonstrate through dramatic
F. Play
play an awareness that police officers are people who
3–6
Cognitive
F1 Engages in cooperative, imaginary play
protect us and make sure we follow the laws.
Indicator 7.a.8 Essential: Demonstrate through dramatic
F. Play
play an awareness that mail carriers are people who deliver
3–6
Cognitive
F1 Engages in cooperative, imaginary play
the mail.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Standard 8 Essential: The student will begin to recognize that people make choices because they cannot have everything they want; and people
work to earn money to buy things they want.
Benchmark 8.a Essential: The student will begin to recognize that people make choices because they cannot have everything they want.
Indicator 8.a.1 Essential: Make decisions and choices
D. Recalling Events
related to wants (e.g., plain or chocolate milk).
3–6
Social
D1 Recalls events that occurred on same day,
without contextual cues
Benchmark 8.b Essential: The student will begin to recognize that people work to earn money to buy things they want.
Indicator 8.b.1 Essential: Demonstrate through dramatic an
E. Problem Solving
awareness that money is used to buy things people want.
E1.2 Identifies means to goal
3–6
Cognitive
F. Play
F1 Engages in cooperative, imaginary play
Indicator 8.b.2 Essential: Demonstrate through dramatic
F. Play
play an awareness of economic situations (e.g., pet store,
3–6
Cognitive
F1.2 Plans and acts out recognizable event, theme, or
restaurant, doctor’s office, grocery store, and gas station).
storyline
Standard 9 Essential: The student will begin to demonstrate the characteristics of a good citizen.
Benchmark 9.a Essential: The student will begin to demonstrate the characteristics of a good citizen.
Indicator 9.a.1 Essential: Begin to show examples of taking
A. Concepts
turns.
3–6
Social
A1.3 Demonstrates understanding of six different size
concepts
Indicator 9.a.2 Essential: Begin to participate in groups and
A. Concepts
democratic society by taking turns.
A1.3 Demonstrates understanding of six different size
concepts
3–6
Social
B. Participation
B2 Watches, listens, and participates during small
group activities
B3 Watches, listens, and participates during large
group activities
Benchmark 9.b Essential: The student will begin to participate in classroom duties.
Indicator 9.b.1 Essential: Begin to participate in classroom
A. Interaction with Others
duties.
3–6
Social
A2 Initiates cooperative activity
A2.2 Maintains cooperative participation with others
Benchmark 9.c Essential: The student will take care of some personal belongings (e.g., backpack and jacket).
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Indicator 9.c.1 Essential: Take care of some personal
A. Interaction with Others
3–6
Social
belongings (e.g., backpack and jacket).
A3.3 Claims and defends possessions
Benchmark 9.d Essential: The student will understand the reasons for rules in the home and classroom and for laws in the community.
Indicator 9.d.1 Essential: Understand the reason for rules in
C. Interaction with Environment
the home (e.g., “At home my mom and dad don’t let me
Social
C2.2 Follows established rules at home and in
jump on the couch because it will get dirty or broken.”).
classroom
3–6
E. Problem Solving
Cognitive
E2.1 Gives reason for inference
Indicator 9.d.2 Essential: Participate in the development of
B. Participation
classroom rules.
B2 Watches, listens, and participates during small
3–6
Social
group activities
B3 Watches, listens, and participates during large
group activities
Indicator 9.d.3 Essential: Understand and follow classroom
C. Interaction with Environment
rules and routines.
3–6
Social
C2.2 Follows established rules at home and in
classroom
Benchmark 9.e Essential: The student will begin to demonstrate that being a good citizen involves practicing honesty, self-control, and kindness to
others.
Indicator 9.e.1 Essential: Demonstrate progress in
A. Interaction with Others
Social
expressing feelings, needs, and opinions in difficult
A3 Resolves conflicts by selecting effective strategy
situations and conflicts without harming self, others, or
A. Social-Communicative Interactions
property.
3–6
A1.3 Uses words, phrases, or sentences to label own
Socialor others’ affect/emotions
Communication
A1.5 Uses words, phrases, or sentences to make
commands to and requests of others
Indicator 9.e.2 Essential: Demonstrate the ability to
A. Interaction with Others
3–6
Social
negotiate when working and playing with another child.
A3.1 Negotiates to resolve conflicts
Benchmark 9.f Essential: The student will begin to participate in making classroom decisions.
Indicator 9.f.1 Essential: Begin to participate in making
B. Participation
classroom decisions.
B2 Watches, listens, and participates during small
3–6
Social
group activities
B3 Watches, listens, and participates during large
group activities
Benchmark 9.g Essential: The student will begin to work well with classmates in groups.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Indicator 9.g.1 Essential: Begin to work well with classmates
in groups.
3–6
Social
AEPS Strand, Goal, Objective
A. Interaction with Others
A1 Interacts with others as play partners
A1.1 Responds to others in distress or need
A1.2 Establishes and maintains proximity to others
A1.3 Takes turns with others
A1.4 Initiates greetings to others who are familiar
A1.5 Responds to affective initiations from others
A2 Initiates cooperative activity
A2.1 Joins others in cooperative activity
A2.2 Maintains cooperative participation with others
A2.3 Shares or exchanges objects
A3 Resolves conflicts by selecting effective strategy
A3.1 Negotiates to resolve conflicts
A3.2 Uses simple strategies to resolve conflicts
A3.3 Claims and defends possessions
B. Participation
B2 Watches, listens, and participates during small
group activities
B3 Watches, listens, and participates during large
group activities
Benchmark 9.h Essential: The student will begin to offer a solution to a problem.
Indicator 9.h.1 Essential: Begin to offer a solution to a
E. Problem Solving
problem.
Cognitive
E1.1 Suggests acceptable solutions to problems
3–6
A. Interaction with Others
Social
A3.1 Negotiates to resolve conflicts
A3.2 Uses simple strategies to resolve conflicts
Indicator 9.h.2 Essential: Begin using terminology (e.g.,
A. Interaction with Others
“When you are done, can I have a turn?” or “Five more
3–6
Social
A1.3 Takes turns with others
minutes”).
A3 Resolves conflicts by selecting effective strategy
Standard 10 Essential: The student will begin to explore the American flag.
Benchmark 10.a Essential: The student will begin to explore the American flag.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Indicator 10.a.1 Essential: Begin to be aware of the
American flag.
Level
3–6
AEPS Area
AEPS Strand, Goal, Objective
Cognitive
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Art Program of Studies
Goals and Benchmarks
Goal 1: Develops a repertoire of strategies for thinking creatively and critically.
Benchmark 1: Thinks creatively and critically when making
A. Concept
art, looking at art, and talking about art.
Cognitive
A1 Demonstrates understanding of color, shape,
and size concepts
A. Social-Communicative Interactions
3–6
SocialA1.2 Uses words, phrases, or sentences to describe
Communication
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
A. Bilateral Motor Coordination
Fine Motor
A2 Cuts out shapes with curved lines
Goal 2: Develops aesthetic perception using the senses as a basis for expression and communication through art and for studying art produced by
recognized artists.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Benchmark 1: Communicates and expresses concepts,
ideas, and feelings by making art and by studying concepts
in art produced by recognized artists.
Cognitive
3–6
SocialCommunication
AEPS Strand, Goal, Objective
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
A1.2 Demonstrates understanding of five different
shapes
A1.3 Demonstrates understanding of six different size
concepts
A2 Demonstrates understanding of qualitative and
quantitative concepts
A2.1 Demonstrates understanding of 10 different
qualitative concepts
A2.2 Demonstrates understanding of eight different
quantitative concepts
A3 Demonstrates understanding of spatial and
temporal relations concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
A3.2 Demonstrates understanding of seven different
temporal relations concepts
A. Social-Communicative Interactions
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.3 Uses words, phrases, or sentences to label own
or others’ affect/emotions
A1.7 Uses words, phrases, or sentences to inform
A. Bilateral Motor Coordination
A2 Cuts out shapes with curved lines
Fine Motor
B. Emergent Writing
B2 Prints pseudo-letters
Goal 3: Uses art materials and tools safely, and employs skills to creatively express life experiences and individual interpretations when making art
objects.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Benchmark 1: Learns about safety and uses safe procedures
when handling art materials and tools.
Level
AEPS Area
3–6
Social
3–6
Fine Motor
Benchmark 2: Develops skills in using art materials and
tools.
Benchmark 3: Explores a variety of art materials and
discusses their potential for making art.
Cognitive
AEPS Strand, Goal, Objective
C. Interaction with Environment
C2 Follows context-specific rules outside home and
classroom
A. Bilateral Motor Coordination
A1 Uses two hands to manipulate objects, each
hand performing different movements
A1.1 Holds object with one hand while the other hand
manipulates
A2 Cuts out shapes with curved lines
A2.1 Cuts out shapes with straight lines
A2.2 Cuts paper in two
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
B1.1 Groups objects, people, or events on the basis of
category
B1.2 Groups objects on the basis of function
B1.3 Groups objects on the basis of physical attribute
3–6
E. Problem Solving
E1.2 Identifies means to goal
A. Social-Communicative Interactions
A1.1 Uses words, phrases, or sentences to express
Socialanticipated outcomes
Communication
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Goal 4: Looks at the art of recognized artists and others, and responds in a variety of ways.
Benchmark 1: Forms opinions based on own experiences
A. Social-Communicative Interactions
and knowledge.
SocialA1 Uses words, phrases, or sentences to inform, direct,
3–6
Communication
ask questions, and express anticipation,
imagination, affect, and emotions
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
Benchmark 2: Talks about art made by recognized artists,
art made by self, and art made by peers using art
vocabulary.
AEPS Area
Cognitive
AEPS Strand, Goal, Objective
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
3–6
A. Social-Communicative Interactions
SocialA1 Uses words, phrases, or sentences to inform,
Communication
direct, ask questions, and express anticipation,
imagination, affect, and emotions
Goal 5: Learns about the history of art and artists and the relationships of art and culture.
Benchmark 1: Relates each art object to the time and place
B. Categorizing
of its origin and use.
B1 Groups objects, people, or events on the basis of
specified criteria
3–6
Cognitive
C. Sequencing
C3 Retells event in sequence
Benchmark 2: Sees and enjoys artworks from different
B. Categorizing
cultures; studies the relationship between art and the
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
culture that produced it.
specified criteria
Goal 6: Experiences interdisciplinary learning so that learning in art and other subject areas is enriched.
Benchmark 1: Sees connections between concepts,
B. Categorizing
processes, and content learned in art and in other subjects.
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
Visual Communication/Production: Content
PK.1: Recognizes that drawing tools, paint, clay, paper, and
B. Categorizing
printing materials can be used to communicate ideas and
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
feelings
specified criteria
PK.2: Uses paintbrushes, drawing materials, and scissors
A. Bilateral Motor Coordination
safely
A1 Uses two hands to manipulate objects, each
hand performing different movements
A1.1 Holds object with one hand while the other hand
3–6
Fine Motor
manipulates
A2 Cuts out shapes with curved lines
A2.1 Cuts out shapes with straight lines
A2.2 Cuts paper in two
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Social
PK.3: Uses common art vocabulary to accurately identify art
materials (e.g., crayons, clay, and paint)
3–6
SocialCommunication
3–6
Cognitive
3–6
Cognitive
3–6
Cognitive
3–6
Cognitive
PK.8: Begins to explore two-dimensional flat shapes and
three-dimensional solid forms.
3–6
Cognitive
PK.9: Begins to recognize that some artists use yarn and
cloth to make art
3–6
Cognitive
PK.4: Recognizes shapes and patterns in the environment
(e.g., doors and tables are rectangles; wall tiles form
patterns)
PK.5: Recognizes some attributes of shapes including size,
straight or curved edges, color, and texture
PK.6: Identifies some colors by name
PK.7: Describes objects using color, texture, and size words
PK.10: Begins to explore architecture through a variety of
media (e.g., unit blocks, drawing, and printing)
Cognitive
3–6
Fine Motor
AEPS Strand, Goal, Objective
C. Interaction with Environment
C2 Follows context-specific rules outside home and
classroom
A. Social-Communicative Interactions
A1 Uses words, phrases, or sentences to inform,
direct, ask questions, and express anticipation,
imagination, affect, and emotions
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A. Concepts
A1.1 Demonstrates understanding of eight different
colors
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A2 Demonstrates understanding of qualitative and
quantitative concepts
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
E. Problem Solving
E1.2 Identifies means to goal
B. Emergent Writing
B2.1 Draws using representational figures
B2.2 Copies complex shapes
B2.3 Copies simple shapes
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
PK.11: Recognizes that art can be made by stamping with
E. Problem Solving
found objects, corrugated cardboard, sponge shapes, or
3–6
Cognitive
E1.2 Identifies means to goal
stamps
Visual Communication/Production: Skills
PK.12: Begins to solve problems while making art (e.g., “I
E. Problem Solving
can use tape or glue to make it stay on the paper.”)
E1 Evaluates solutions to problems
3–6
Cognitive
E1.1 Suggests acceptable solutions to problems
E1.2 Identifies means to goal
PK.13: Uses a variety of mark-making tools to express ideas
B. Emergent Writing
through scribbling and drawing
B1 Writes using three-finger grasp
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
Fine Motor
B2.1 Draws using representational figures
3–6
B2.2 Copies complex shapes
B2.3 Copies simple shapes
B3 Prints first name
B3.1 Prints three letters
E. Problem Solving
Cognitive
E1.2 Identifies means to goal
PK.14: Uses a variety of paints (e.g., finger paint, tempera)
E. Problem Solving
Cognitive
to express ideas and feelings
E1.2 Identifies means to goal
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
3–6
A1.1 Demonstrates understanding of eight different
Fine Motor
colors
PK.15: Uses stamping tools to make patterns and
communicate ideas
3–6
Cognitive
B. Emergent Writing
B2.1 Draws using representational figures
E. Problem Solving
E1.2 Identifies means to goal
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
Fine Motor
PK.16: Uses scissors, glue, and paste to create art
Cognitive
3–6
Fine Motor
PK.17:Uses clay to create art
Fine Motor
3–6
Cognitive
PK.18: Uses blocks and wood to make creative
representations
Fine Motor
3–6
Cognitive
AEPS Strand, Goal, Objective
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
E. Problem Solving
E1.2 Identifies means to goal
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
B. Emergent Writing
B2.1 Draws using representational figures
B2.2 Copies complex shapes
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
E. Problem Solving
E1.2 Identifies means to goal
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
E. Problem Solving
E1.2 Identifies means to goal
Cultural Context/Art History
PK.19: Begins to recognize that artists are people who
create art
3–6
Cognitive
B. Categorizing
B1.1 Groups objects, people, or events on the basis of
category
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
PK.20: Begins to recognize that people throughout time
have created art
PK.21: Begins to recognize that different cultures make
different kinds of art and architecture (e.g., Native
Americans make clay pots, weave fabric, and build teepees;
Africans make wooden sculptures and produce printed,
dyed, or woven material)
Level
AEPS Area
AEPS Strand, Goal, Objective
3–6
Cognitive
C. Sequencing
C3 Retells event in sequence
C3.1 Completes sequence of familiar story or event
3–6
Cognitive
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
Judgment/Criticism
PK.22: Begins to respond to artworks by naming or
describing what is seen
3–6
SocialCommunication
3–6
Cognitive
3–6
Cognitive
PK.23: Begins to recognize shapes, colors, textures, and
patterns seen in artwork
PK.24: Recognizes shapes and patterns in the constructed
environment
A. Social-Communicative Interactions
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
A1.2 Demonstrates understanding of five different
shapes
A1.3 Demonstrates understanding of six different size
concepts
A2.1 Demonstrates understanding of 10 different
qualitative concepts
A. Concepts
A1 Demonstrates understanding of color, shape,
and size concepts
A1.1 Demonstrates understanding of eight different
colors
A1.2 Demonstrates understanding of five different
shapes
A1.3 Demonstrates understanding of six different size
concepts
Aesthetics
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
PK.25: Begins to talk about personal works of art and works
of others by using art vocabulary
Level
3–6
AEPS Area
SocialCommunication
AEPS Strand, Goal, Objective
A. Social-Communicative Interactions
A1.2 Uses words, phrases, or sentences to describe
pretend objects, events, or people
A1.7 Uses words, phrases, or sentences to inform
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Music Program of Studies
Perform
GMPK 1: Sings a variety of simple songs alone and with a
group
GMPK 2: Explores a variety of instruments and noise
makers
GMPK 3: Responds to music with movement (e.g., walks,
marches, runs, jumps, and hops)
GMPK 4: Uses body and instrument to explore steady beat
3–6
Social
3–6
Cognitive
3–6
Gross Motor
3–6
Cognitive
B. Participation
B2 Watches, listens, and participates during small
group activities
B3 Watches, listens, and participates during large
group activities
E. Problem Solving
E1.2 Identifies means to goal
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B3 Skips
B3.1 Hops
E. Problem Solving
E1.2 Identifies means to goal
Create
GMPK 5: Creates songs
GMPK 6: Creates music using voices, instruments, and other
sound sources
GMPK 7: Improvises a musical accompaniment to songs,
stories, or poems
3–6
Cognitive
3–6
Cognitive
3–6
Cognitive
E. Problem Solving
E1.2 Identifies means to goal
E. Problem Solving
E1.2 Identifies means to goal
E. Problem Solving
E1.2 Identifies means to goal
Investigate
GMPK 8: Identifies a wide variety of sounds (e.g., car horn,
bursting balloon, and flushing toilet)
3–6
Cognitive
B. Categorizing
B1 Groups objects, people, or events on the basis of
specified criteria
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
GMPK 9: Responds to music using a variety of styles and
tempos to express feelings that the music evokes
3–6
AEPS Area
SocialCommunication
Social
GMPK 10: Participates freely in music opportunities
3–6
Social
AEPS Strand, Goal, Objective
A. Social-Communicative Interactions
A1.3 Uses words, phrases, or sentences to label own
or others’ affect/emotions
A3.2 Uses socially appropriate physical orientation
D. Knowledge of Self and Others
D2.2 Identifies own affect/emotions
B. Participation
B1 Initiates and completes age-appropriate activities
B1.1 Responds to request to finish activity
B1.2 Responds to request to begin activity
Connect
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
GMPK 11: Uses musical vocabulary (e.g., beat and
instrument names)
GMPK 12: Experiences a variety of music (e.g., genre and
cultures)
3–6
SocialCommunication
3–6
Cognitive
AEPS Strand, Goal, Objective
B. Production of Words, Phrases, and Sentences
B1 Uses verbs
B1.1 Uses auxiliary verbs
B1.2 Uses copula verb “to be”
B1.3 Uses third person singular verb forms
B1.4 Uses irregular past tense verbs
B1.5 Uses regular past tense verbs
B1.6 Uses present progressive “ing”
B2 Uses noun inflections
B2.1 Uses possessive “s”
B2.2 Uses irregular plural nouns
B2.3 Uses regular plural nouns
B3 Asks questions
B3.1 Asks yes/no questions
B3.2 Asks questions with inverted auxiliary
B3.3 Asks “when” questions
B3.4 Asks “why,” “who,” and “how” questions
B3.5 Asks “what” and “where” questions
B3.6 Asks questions using rising inflections
B4 Uses pronouns
B4.1 Uses subject pronouns
B4.2 Uses object pronouns
B4.3 Uses possessive pronouns
B4.4 Uses indefinite pronouns
B4.5 Uses demonstrative pronouns
B5 Uses descriptive words
B5.1 Uses adjectives
B5.2 Uses adjectives to make comparisons
B5.3 Uses adverbs
B5.4 Uses prepositions
B5.5 Uses conjunctions
B5.6 Uses articles
E. Problem Solving
E1.2 Identifies means to goal
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
GMPK 13: Responds to music through art or dance
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
3–6
Gross Motor
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B3 Skips
B3.1 Hops
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
Physical Education Program of Studies
Standard 1- Skilled Movement: Demonstrate proficiency in all fundamental movement skills and patterns and competence in several specialized
forms.
Benchmark PK.1: Students demonstrate some locomotor, nonlocomotor, and manipulative skills
PK 1.1: Demonstrates locomotor skills including walking,
A. Balance and Mobility
running, hopping, jumping and landing
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
3–6
Gross Motor
3–6
Gross Motor
3–6
Gross Motor
PK 1.2: Demonstrates nonlocomotor skills including
bending, pushing, pulling, stretching, turning, twisting,
swinging, swaying, curling and rolling, and balancing
PK 1.3: Demonstrates stationary manipulative skills
including throwing, tapping, punching, volleying, kicking,
and striking with short-handled implements
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
B. Play Skills
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B. Play Skills
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 1.4: Begins to demonstrate manipulative skills while
moving: dribbling with hands or feet
3–6
Gross Motor
PK 1.5: Begins to demonstrate the basics of relationships
while moving in space with and without a partner and/or
manipulatives
PK 1.6: Begins to demonstrate the ability to transfer weight
from one body part to another body part (e.g., feet, back,
or hands or on and off equipment, such as low balance
beam, playground equipment, and the gymnastic mat or
floor)
3–6
Gross Motor
3–6
Gross Motor
AEPS Strand, Goal, Objective
B. Play Skills
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
B. Play Skills
B1.3 Balances on one foot
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 1.7: Begins to demonstrate basic rhythmic patterns using
locomotor, nonlocomotor, and manipulative movements
(e.g., dancing with scarves, marching with rhythm sticks,
making movements associated with songs and fingerplays
while sitting or standing still)
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
Gross Motor
3–6
SocialCommunication
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
A. Social-Communicative Interactions
A3.2 Uses socially appropriate physical orientation
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
PK 1.8: Begins to use locomotor, nonlocomotor, and
manipulative movements to express ideas and feelings
(e.g., feeling the music, maintaining personal space and
being aware of body in space)
Level
AEPS Area
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
Gross Motor
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
3–6
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
SocialA. Social-Communicative Interactions
Communication
A3.2 Uses socially appropriate physical orientation
Standard 2- Movement Principles and Concepts: Demonstrate proficiency in all fundamental movement skills and patterns and competence in several
specialized forms.
Benchmark PK.2: Students apply movement principles and concepts to learning and developing motor skills and specialized movement forms.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 2.1: Begins to demonstrate the ability to perform
locomotor skills using different directions and pathways on
different levels and with varying degrees of effort (e.g.,
forward, backward, left, right, counterclockwise, clockwise,
curve, zigzag, high, medium or low level, strongly or lightly
[force])
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
Gross Motor
3–6
Cognitive
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
A. Concepts
A3.1 Demonstrates understanding of 12 different
spatial relations concepts
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 2.2: Begins to demonstrate the ability to perform
nonlocomotor movements using different levels, degrees of
effort, and extensions (e.g., small movements of the body
or its parts; large movements of the body or its parts; high,
medium, or low level, strongly or lightly [force])
AEPS Strand, Goal, Objective
A. Bilateral Motor Coordination
A1 Uses two hands to manipulate objects, each
hand performing different movements
A1.1 Holds object with one hand while the other hand
manipulates
A2 Cuts out shapes with curved lines
A2.1 Cuts out shapes with straight lines
A2.2 Cuts paper in two
3–6
Fine Motor
B. Emergent Writing
B1 Writes using three-finger grasp
B1.1 Uses three-finger grasp to hold writing
implement
B2 Prints pseudo-letters
B2.1 Draws using representational figures
B2.2 Copies complex shapes
B2.3 Copies simple shapes
B3 Prints first name
B3.1 Prints three letters
B3.2 Copies first name
B3.3 Copies three letters
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
Gross Motor
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
Standard 3-Personal Fitness: Achieve and maintain a health-enhancing level of personal fitness.
Benchmark PK.3: Students participate in physical activities for short periods of time in moderate to vigorous physical activities.
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 3.1: Begins to participate in experiences that involve the
four components of health-related fitness (e.g., muscular
strength, muscular endurance, cardio respiratory,
endurance and flexibility)
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
3–6
Gross Motor
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
PK 3.2: Begins to identify experiences that increase heart
and breathing rates (e.g., running, jumping rope, and
playing soccer)
Level
AEPS Area
AEPS Strand, Goal, Objective
A. Balance and Mobility
A1 Runs avoiding obstacles
A1.1 Runs
A2 Alternates feet walking up and down stairs
A2.1 Walks up and down stairs
B. Play Skills
B1 Jumps forward
B1.1 Jumps in place
B1.2 Jumps from platform
3–6
Gross Motor
B1.3 Balances on one foot
B2 Bounces, catches, kicks, and throws ball
B2.1 Bounces ball
B2.2 Catches ball
B2.3 Kicks ball
B2.4 Throws ball
B3 Skips
B3.1 Hops
B4 Rides and steers two-wheel bicycle
B4.1 Pedals and steers two-wheel bicycle with
training wheels
Standard 4-Responsible Behaviors: Demonstrate responsible personal and social behaviors and social behaviors in physical activity settings.
Benchmark PK.4: Students use appropriate behaviors and safe practices while working and playing with others.
PK 4.1: Begins to demonstrate good listening skills and
C. Sequencing
follows directions that insure the safety of all and enhance
C1 Follows directions of three or more related steps
the physical education experience
Cognitive
that are not routinely given
C1.1 Follows directions of three or more related steps
that are routinely given
3–6
C. Interaction with Environment
C2 Follows context-specific rules outside home and
Social
classroom
C2.2 Follows established rules at home and in
classroom
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 4.2: Begins to take responsibility for his or her own
behavior
3–6
Social
3–6
Social
3–6
Social
PK 4.3: Begins to demonstrate an understanding of the
rules and procedures of the gym and playground
PK 4.4: Begins working together for the enjoyment and
safety of all (e.g., taking turns, sharing equipment, helping
other students, and including everyone)
AEPS Strand, Goal, Objective
C. Interaction with Environment
C1 Meets physical needs in socially appropriate
ways
C2 Follows context-specific rules outside home and
classroom
C2.2 Follows established rules at home and in
classroom
C. Interaction with Environment
C2 Follows context-specific rules outside home and
classroom
C2.2 Follows established rules at home and in
classroom
A. Interaction with Others
A1 Interaction with others
A1.1 Responds to others in distress or need
A1.2 Establishes and maintains proximity to others
A1.3 Takes turns with others
A1.4 Initiates greeting to others who are familiar
A1.5 Responds to affective initiations from others
A2 Initiates cooperative activity
A2.1 Joins others in cooperative activity
A2.2 Maintains cooperative participation with others
A2.3 Shares or exchanges objects
A3 Resolves conflicts by selecting effective strategy
A3.1 Negotiates to resolve conflicts
A3.2 Uses simple strategies to resolve conflicts
A3.3 Claims and defends possessions
D. Knowledge of Self and Others
D2 Understands how own behaviors, thoughts, and
feelings relate to consequences for others
D3 Relates identifying information about self and
others
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.
Indicator
Level
AEPS Area
PK 4.5: Begins to know that physical activity can be
enhanced by interacting positively with peers regardless of
personal differences (e.g., race, gender, or ability)
3–6
Social
AEPS Strand, Goal, Objective
A. Interaction with Others
A1 Interaction with others
A1.1 Responds to others in distress or need
A1.2 Establishes and maintains proximity to others
A1.3 Takes turns with others
A1.4 Initiates greeting to others who are familiar
A1.5 Responds to affective initiations from others
D. Knowledge of Self and Others
D2 Understands how own behaviors, thoughts, and
feelings relate to consequences for others
Standard 5-Physically Active Lifestyle: Demonstrate a physically active lifestyle, including activity within and outside of the school setting.
Benchmark PK.5.1: Students participate in regular physical activity.
PK 5.1: Begins to participate in regular physical activity
B. Participation
B1 Initiates and completes age-appropriate
3–6
Social
activities
B1.1 Responds to request to finish activity
B1.2 Responds to request to begin activity
PK 5.2: Begins to identify that food is a source of energy for
A. Mealtime
the body
3–6
Adaptive
A1.3 Eats a variety of food textures
A1.4 Selects and eats a variety of food types
PK 5.3: Begins to identify at least one food from each
A. Mealtime
Adaptive
category of the Food Guide Pyramid
A1.4 Selects and eats a variety of food types
3–6
B. Categorizing
Cognitive
B1 Groups objects, people, or events on the basis of
specified criteria
PK 5.4: Begins to identify at least two healthy nutritional
A. Mealtime
habits (e.g., eat a variety of foods, drink water, and avoid
3–6
Adaptive
A1.4 Selects and eats a variety of food types
too much sugar)
PK 5.5: Begins to identify at least two healthy life habits
B. Categorizing
(e.g., getting enough sleep, exercising outside, eating
3–6
Cognitive
B1 Groups objects, people, or events on the basis of
nutritionally, wearing helmets, buckling seatbelt, and
specified criteria
brushing teeth)
Alignment between the Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition items and the
Fairfax County Public Schools Pre-Kindergarten Programs of Study. Copyright © 2014 Brookes Publishing Co. All rights reserved.